Discipline

The purpose of this study is to determine how the effect of job training and discipline toward employee performance at Telkom Education Foundation (YPT) either partially or simultaneously at the same time  to find out how much that effect. The method used in this research is survey method, by distributing questionnaires to all YPT employees and equipped with secondary data from both available literature from inside and outside of  YPT. The results using multiple regression analysis shows there is very strong and positive effect of job training toward employee performance of 0.830. Subsequent analysis of the effect of work discipline toward employee performance is also very strong and positive with a coefficient of determination value of 0.728. And when tested it simultanously there is effect of job training and discipline toward employee performance of 85.8%. From those results it couldbe concluded that the training program and work discipline are applied at YPT has been very strong and positive impact toward employee performance.

Objective: Restorative justice (RJ) was introduced into school systems as an alternative to ineffective zero tolerance policies as another way of dealing with a disciplinary infractions. While school-based RJ has been gaining popularity within the US, empirical research has been lacking. One RJ approach is Restorative Circles (RC), which provide a space for those involved in conflict to repair harm through a facilitated dialogue process. Given the minimal research, the aim of the present study was to examine student and staff experiences and outcomes after participating in an RC program. Method: Semi-structured interviews were conducted with 35 high school students and 25 staff and administrators involved in some capacity with the RC program at their school. All participants were from a high school in a large urban center in the Southeast US. Results: As part of a larger study a theoretical model was developed using Grounded Theory Methodology. The emergent model included the following constructs: culture, barriers, internal motivation, engagement with RC and outcomes. Only outcomes will be discussed in the current study. Both negative and positive outcomes emerged from the interview data. For negative outcomes, frustration and disappointment were key themes. For positive outcomes ownership of the process, interrupting the school to prison pipeline, improved relationships, prevention of destructive ways of engaging conflict, meaningful dialogue and academic and social achievements were key themes. Conclusions: This study provides researchers and practitioners with a theoretical framework to use as a foundation to better understand how individuals experience RC. Keywords: Conflict Resolution, Restorative Circles, At-Risk Youth, School-based research, Adolescents

Geography means earth writing, and so it is perhaps fitting that writing itself has become a primary intellectual battleground in contemporary geographical thought. This paper advocates for metaphorical earth writing, arguing that it unchains our geographical imaginations from the shackles of our disciplinary past by boldly embracing geopoetics. I hope to spark debate by promoting the un-disciplining of geography as a means to open up a theoretical space for voice, where a material space of emancipation might follow. The notion that our epistemological, ontological, and methodological choices are not apolitical decisions without consequence guides my inquiry. Accordingly I critique the accusation of esotericism as a narrative that reifies the false dichotomy between academia and society. Aversion to metaphor fails to recognize the epistemological challenge it raises and underestimates how jargon combats commonsense notions that reinforce hierarchical power relations. How we write the earth constitutes a political choice, where disciplining others into a singular way of knowing, being, and doing geography is an affront to the possibilities of space. When we make space for earth writing as a beautiful flourishing of geopoetics, we place the earth at the center of experience, releasing the light and energy of a more powerful geography.

“Power is war, the continuation of war by other means”: Foucault’s reversal of Clausewitz’s formula has become a staple of critical theory — but it remains highly problematic on a conceptual level. Elaborated during Foucault’s 1976 lectures (“Society Must Be Defended”), this work-hypothesis theorises “basic warfare” [la guerre fondamentale] as the teleological horizon of socio-political relations. Following Boulainvilliers, Foucault champions this polemological approach, conceived as a purely descriptive discourse on “real” politics and war, against the philosophico-juridical conceptuality attached to liberal society (Hobbes’s Leviathan being here the prime example).
However, in doing so, Foucault did not interrogate the conceptual validity of notions such as power and war, therefore interlinking them without questioning their ontological status. This problematic conflation was partly rectified in 1982, as Foucault proposed a more dynamic definition of power relations: “actions over potential actions”.
I argue, somewhat polemically, that Foucault’s hermeneutics of power still involves a teleological violence, dependent on a polemological representation of human relations as essentially instrumental: this resembles what Derrida names, in “Heidegger’s Ear”, an “anthropolemology”. However, I show that all conceptualisation of power implies its self-deconstruction. This self-deconstructive (or autoimmune) structure supposes an archi-originary unpower prior to power: power presupposes an excess within power, an excessive force, another violence making it both possible and impossible. There is something within power located “beyond the power principle” (Derrida). This (self-)excess signifies a limitless resistantiality co-extensive with power-relationality. It also allows the reversal of pólemos into its opposite, as unpower opens politics and warfare to the messianic call of a pre-political, pre-ontological disruption: the archi-originary force of différance. This force, unconditional, challenges Foucault’s conceptualisations of power, suggesting an originary performativity located before or beyond hermeneutics of power-knowledge, disrupting theoreticity as well as empiricity by pointing to their ontological complicity.
The bulk of this essay is dedicated to sketching the theoretical implications of this deconstructive reading of Foucault with respect to the methodology and conceptuality of political science and social theory.

This essay maps the epistemological terrain trans* studies may face as it is widely incorporated into queer studies programs, often housed within women's studies departments. Over the past two decades, queer studies and women's studies have rapidly professionalized, producing new modes of disciplinary power that may seek to either include or cite trans* studies, often without fully welcoming its specific material and political investments. Under such conditions, trans* studies may find itself heard largely as a "but" —an epistemic blockage, a distraction from proper objects, a hindrance to customary methods—that must be disciplined.

A major challenge confronting educators in South Africa, in a fashion similar to what occurs in schools throughout the world, is the tension that can arise when they apply learner discipline. On the one hand, The South African Schools Act (SA, 1996b, section 8) and the Guidelines for the Consideration of Governing Bodies in Adopting a Code of Conduct for Learners (SA, 1998) recognise the authority of educators to control learner behaviour in order to maintain safe and orderly learning environments. On the other hand, in a culture that arguably places too much emphasis on the rights of learners (Rossouw, 2004:50; Carstens, 2007:17), the same South African Constitution (SA,1996a) and national laws (National Education Policy Act, 1996c; South African Schools Act, 1996b) confer a variety of rights on learners. In light of this simmering conflict, this article is divided into four sections. The first section examines the rights of learners while the second part reviews the powers and duties of educators and governing bodies to maintain safe and orderly learning environments. The third section reviews the boundaries of permissible discipline. The fourth and final substantive section offers practical guidelines for educators and governing bodies.

Disproportionality plagues schools nationwide in special education placement, dropout, discipline referral, suspension, and expulsion rates. This study examined predictors of teacher referrals to school counselors for disruptive behavior in a sample of students selected from the Educational Longitudinal Study 2002 (National Center for Education Statistics, n.d.). Findings demonstrated that students’ race predicted English teacher referrals; students’ gender, previous disciplinary infractions, and teachers’ postsecondary expectations for students predicted English and math teacher referrals. Implications for practice, policy, and research are discussed.

Sobre el capítulo. En Chile, la Educación Especial es definida desde la política como una modalidad educativa, encontrándose por tanto situada, en un contexto exclusivamente pragmático, que restringe e impacta en la formación de profesores. En este marco, el objetivo del presente capítulo es analizar y discutir los cambios que ha experimentado el campo de la educación especial en las últimas décadas y que han incidido en su proceso de transformación. A través de un estudio documental se revisan diversas fuentes que aportan a la discusión del problema. Finalmente se discute si la Educación Especial debe seguir considerándose una modalidad educativa o bien cuenta con el sustento teórico, empírico y epistemológico para declararla una disciplina.

School discipline remains authoritarian in the USA despite the superficial adoption of student-centered, constructivist lesson delivery. The issue may be lack of ideas for how to conduct constructivist discipline. Three novel activities are presented for classroom discipline that may close this gap. All three present discipline in a manner that is easy for a student to perform, thus increasing the likelihood of compliance. At the same time, these three are also demonstrably enriching, chosen to promote skills development.

Una versión mejorada de esta ponencia fue publicada como un artículo de acceso abierto en la Revista Latinoamericana de Metodología de las Ciencias Sociales con el título: "La recuperación es para obedientes". Algunas articulaciones y ajustes metodológicos para el análisis de un tratamiento de adicción a las drogas". También está disponible en este perfil.
Esta ponencia reflexiona sobre la categoría institución total, y su pertinencia teórico-metodológica para investigar problemáticas recientes en el campo de la salud-enfermedad-atención.
Se consideran Internados, y trabajos de matriz foucaultiana, sosteniendo que la categoría institución total mantiene su vigencia analítica, junto con las nociones de disciplina, normalización, dispositivo y secuestro institucional.
En el escrito se propone un doble desacople: de la asociación disciplina-encierro, y de la asociación institución total-espacio cerrado, que suelen pensarse unidos.
Se aborda esta problemática desde una perspectiva etnográfica, con análisis documental, observación participante y entrevistas realizadas al interior de uno de los dispositivos terapéuticos ambulatorios -hospital de día- para la adicción de drogas que se incluyen en el amplio abanico de instituciones ubicadas en la Región Metropolitana de Buenos Aires

The authors examine the effects of school bonding on academic achievement (measured by math achievement scores) in a sample of 12th graders from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2005). Components of school bonding have proximal and distal effects on academic achievement. Attachment to school and school involvement had direct effects on achievement; attachment to teachers and school commitment behaviors had indirect effects on achievement through school-related delinquency and prior achievement. Implications for counselors are discussed.

An argument is presented for the long-term negative effects of the use of corporal punishment on the productivity of the Barbadian workforce. Corporal punishment continues to be practiced in schools despite Barbados being a signatory
to the UN Convention on the Rights of the Child. Proactive disciplinary measures foster the development of the emotionally intelligent child and by extension worker;
one who can negotiate, resolve conflicts and effectively communicate. The application of social cognitive theory supports changing the continued practice of corporal punishment if an economically viable and innovative workforce is to be developed.

To achieve the most effective and desirable results, the policies and resources used to guide the discipline and classroom management practices within a school and/or district should possess the qualities of coherence and completeness. Policies and resources would be considered to be coherent to the degree that they all work in concert for the healthy development and personal growth of students and provide teachers with an integrated system and comprehensive set of practical strategies to create an optimal classroom. This article explores three popular discipline and classroom management systems across a series of criteria. The systems being compared are Restorative Justice (RJ), Response to Intervention (RTI)/MTSS/Positive Behavioral and Intervention Supports (PBIS), and Transformative Classroom Management (TCM). To begin, twelve qualities are presented that characterize what is necessary for a discipline and management system to be considered complete and coherent in both design and application. These qualities are separated into those that could be judged to be basic necessities-essential for producing such outcomes as order and ease, and then those that would encourage more aspirational outcomes such as self-direction, community and social and emotional development. First, each of the three systems is assessed across the twelve " completeness and coherence " criteria. Next, each system is explored in detail based on a) what it is intending to accomplish, and b) what it commonly produces when actually implemented. The systems are examined for their areas of conceptual alignment and the potential for practical coexistence , as well as the areas in which they represent conflicting goals and/or practical incompatibilities. Finally, a series of eight takeaway policy implications will be explored at the end of paper, including:
 A system can only accomplish practically what it would be expected to produce given its conceptual design.
 In the absence of coherence and completeness within the system design problems will result in application.
 Without a complete set of recommended practices that are aligned with a coherent set of guiding principles, those in the building are left to fill-in the missing pieces with something else.
 If the principles and practices that are being recommended do not feel sound, ethical, and/or leading the healthiest and highest good of the students, teachers will resist them.
 That which receives the most attention within the school will tend to grow as a phenomenon.

La presentazione introduce alla cosiddetta "pedagogia del dovere" presente nella proposta educativa di don Bosco e la sua attualizzazione attraverso la progettazione degli "itinerari di educazione alla fede".
Letture di riferimento:
PIETRO BRAIDO, Prevenire non reprimere. Il sistema educativo di don Bosco, LAS, Roma 2006, pp. 338-255 e 283-287.
DICASTERO PER LA PASTORALE GIOVANILE, La pastorale giovanile salesiana. Quadro di riferimento, SDB, Roma 2014, pp. 93-94 e 99-103.
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Presentazione in prezi: https://prezi.com/oipn1md-3l2g/?utm_campaign=share&utm_medium=copy

ÖZET: Snowden'ın ifşaatları, Wikileaks'in sızdırdığı belgelerin ışığında küresel bir gözetim sisteminin varlığı ispatlanmıştır. Bu küresel askeri/endüstriyel gözetim sistemi, sosyal ağlardaki verilerin mülkiyeti ve ortaya çıkan diğer çelişkiler bağlamında tartışmaları derinleştirmeyi zorunlu kılmaktadır. Günümüzde dijital çağın çelişkilerinden biri, kullanıcıların mahremiyeti ile endüstriyel gözetim bloğu arasındaki gerilimdir. Bir diğeri ise yurttaşların güçlünün hesap vermesi yönündeki talebi ile iktidarların gizlilik arzusu arasındaki çelişkidir. Bu iki çelişki, tarihsel ve teorik çerçevede Habermas'ın aleniyet ilkesi ile Foucault'nun panoptikon tartışmalarında somutlaştırılabilmektedir. Jürgen Habermas ve Michel Foucault, modernitenin çeşitli dinamiklerini birbirinden çok farklı, ancak felsefi ve politik açıdan birbiri ile bağlantılı bakış açıları ile tartışmış iki düşünürdür. Sosyal medya çağına eleştirel yaklaşımlar içinde her iki düşünürün de kavram ve kuramsal yaklaşımları tekrar tartışılmaktadır. Bu çalışmada modern iktidarın temel antagonizmasına karşılık gelen Foucault'nun panoptikon, Habermas'ın ise aleniyet ilkesi bağlamında sosyal ağlar eleştirel yöntemle tartışılmaktadır.

Abstract: Snowden's disclosures and Wikileaks documents have proved the existence of a global surveillance system. This global military/industrial surveillance system obliges to make a deep discussion about the ownership of social media data and the other emerging contradictions in this context. In this day and age one of the contradictions of the digital age is between the privacy of users and industrial surveillance complex. Another contradiction is between the citizens' desire of accountability of the strong and secrecy desire of the power. These two contradictions become concrete historically and theoretically in the discussions of Habermas' public sphere and Foucault's panopticon. Jürgen Habermas and Michel Foucault are two philosophers who studies the dynamics of modernity in very different perspectives but in a connected way philosophically and politically. In critical approaches to social media age both philosophers' concepts and theories are being used and discussed continuously. In this study social networks are examined in the context of Habermas' public sphere and Foucault's panopticon which correspond to the basic antagonism of modern power.

This article argues that the use of sexual infiltration by police and criminal collaborators represents a strategic deployment of surveillance technology by the state with the aim of creating Foucault’s “docile bodies” through the development of totalising omnipresence. The insertion of police into the private sphere of activists’ sexual relationships – a site presumed to be outside of state gaze – serves to not only disrupt the target communities but also to reverberate throughout social networks and create inactivity. By exposing informants from within one’s own “family”, the state is able to collect intelligence, spread insecurity and display totalising disciplinary power to the social movement under observation.

To achieve the most effective and desirable results, the policies and resources used to guide the discipline and classroom management practices within a school and/or district should possess the qualities of coherence and completeness. Policies and resources would be considered to be coherent to the degree that they all work in concert for the healthy development and personal growth of students and provide teachers with an integrated system and comprehensive set of practical strategies to create an optimal classroom. This article explores three popular discipline and classroom management systems across a series of criteria. The systems being compared are Restorative Justice (RJ), Response to Intervention (RTI)/MTSS/Positive Behavioral and Intervention Supports (PBIS), and Transformative Classroom Management (TCM). To begin, twelve qualities are presented that characterize what is necessary for a discipline and management system to be considered complete and coherent in both design and application. These qualities are separated into those that could be judged to be basic necessities-essential for producing such outcomes as order and ease, and then those that would encourage more aspirational outcomes such as self-direction, community and social and emotional development. First, each of the three systems is assessed across the twelve " completeness and coherence " criteria. Next, each system is explored in detail based on a) what it is intending to accomplish, and b) what it commonly produces when actually implemented. The systems are examined for their areas of conceptual alignment and the potential for practical coexistence , as well as the areas in which they represent conflicting goals and/or practical incompatibilities. Finally, a series of eight takeaway policy implications will be explored at the end of paper, including:  A system can only accomplish practically what it would be expected to produce given its conceptual design.  In the absence of coherence and completeness within the system design problems will result in application.  Without a complete set of recommended practices that are aligned with a coherent set of guiding principles, those in the building are left to fill-in the missing pieces with something else.  If the principles and practices that are being recommended do not feel sound, ethical, and/or leading the healthiest and highest good of the students, teachers will resist them.  That which receives the most attention within the school will tend to grow as a phenomenon.

Dette kapitel intrdoucerer Michel Foucault som tænker, herunder hans begreb om kritik, institutioner, disciplin, guvernementalitet, diskurs og politisk aktivisme.
Kapitlet er fra: Andersen, H. & Kaspersen, L. B. (2013) Klassisk og moderne samfundsteori. København: Hans Reitzels Forlag.

Enhancing graduate employability is a priority for many stakeholders in higher education and this research explores graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes. A literature review is supplemented by primary research on a targeted sample of 104 graduates from humanities, sciences, engineering and social sciences, who span several generations and have over 2,250 years of employment experience. The findings are triangulated to a workshop with 23 graduate careers advisory professionals. The results signal some important trends in experiences and attitudes, as well as variations by discipline and gender. While one in ten graduates prefer a disciplinary focus with just indirect attention to employability, nine in ten want employability to have greater emphasis, albeit that preferences vary between optional and integrated approaches. Experiences of employability-related support signal a significant shift over recent decades in how that support is provided, with professional service groups such as careers taking a much more active role and the overall level of provision rising. A cautionary note however is that the link with the discipline remains critical and the right balance needs to be struck between the provision of such support and embedding it into the curriculum.

Full text available (first 50 downloads) at http://www.tandfonline.com/eprint/yIHwfe8jTI6i58vYrVPY/full

Previous scholarship has suggested that ritualized giving (dāna) by laity to monastics constituted a significant factor in the creation of Buddhism as a viable social phenomenon. The giving of almsfood, in particular, provides a prime site of social interaction between monastics and laity, wherein sustained mutual relations may develop. This study aims at discerning some of the cultural dynamics of this interaction by analyzing the ritualized giving of food from two interrelated perspectives. Firstly, utilizing the concept of ‘food ideology’, this study investigates the ideological value attached to the substance (i.e. food) given in the transaction. Thereafter, the ritual performances of the mutual participants are examined. I argue that, while normative Buddhism ascribes a more positive value to food than its ascetic contemporaries, it implemented a thorough program of corporal discipline that functioned as a novel form of ‘civilizational’ asceticism congenial to the contemporaneous cosmopolitan landscape. This positive value ascription to food and emphasis on discipline converges with urban, lay sensibilities and serves to bring cohesion between the lay and monastic elements of the normative Pali tradition.

Key words: alms, asceticism, corporal discipline, dāna, dakkhiṇā, domestication, food, forest renunciation, gift, health, liberality, merit, monasticism, meat, medicine, middle way, monastic discipline, pāṭimokkha, sacrifice, śaikṣa dharma, sampajañña, sekhiya dhamma, sikkhā, śikṣā, urbanism, vegetarianism, Vinaya.

Background: For decades, Black students have been more likely to be suspended than their White peers despite any evidence suggesting they are more likely to misbehave. This research builds on critical race theory and social justice leadership to explore and contextualize leadership practice as it relates to the racial discipline gap. Purpose: The purpose of this article is to understand how race and school context contribute to the ways principals enact discipline. Findings: Our study highlights the manner in which principals serve as key disciplinary decision makers, advocates, and intermediaries between districts, teachers, students, and families. Overall, some principals described enacting what could be called harsh punishment in the name of neutrality, consistency, and/or racial bias, while others described resisting institutional racism, challenging the status quo, and engaging in disciplinary approaches that address antecedents to misconduct and teach students about their behavior. Conclusion: These findings suggest that principal preparation programs must support students

In Foucault’s later works, experience and embodiment become
important for explaining the normative constitution of the subject:
for norms to be effective, discourses are insufficient – they must be
experienced and embodied. Practices of “discipline” inscribe power
constellations and discourses into subjective experience and
bodies. In his lectures on the Hermeneutics of the Subject, he turns
this “violent” form of normative embodiment into an ethical
perspective by referring to the Stoic tradition. Even though
Foucault never developed a notion of experience and embodiment
himself, his ideas can be re-read and complemented from a
phenomenological perspective.
The article tries to investigate the role of bodily experience and
practice in Foucault’s Genealogy and to bring it into dialogue with
Husserl and Merleau-Ponty’s conceptions of the lived body. It will
attempt to show that concepts like sedimentation and habituality
can help to explain how cultural norms not only influence the way
we think about, but also how we perceive and are affected by the
world. This operation of norms happens already at the lowest
stages of experience, where embodied experience leaves its traces,
in sedimentation and habitualization. These passive layers of
experience are permeable to historical discourses, so that norms
are literally inscribed in the body. These are the foundations for
what I seek to define as normative embodiment.

This short reflective piece uses the concept of 'home' to explore sociology as an intellectual and disciplinary pursuit. Drawing on autobiographical reflections and ethnographic study of sociology writing, I consider some of the trajectories of academics into sociology and what these tell us about the discipline itself. In light of increasing incursions by audit culture and marketisation of academia, Holmwood has drawn attention to a lack of clear internal identity as being 'sociology's misfortune' – that sociology loses out, and is weakened by lacking theories and methodologies specific to the discipline. This essay takes a more optimistic view of sociology's position, and instead argues that it is this very ambiguity which keeps the discipline a lively and vital space for explorations of the social.

This paper considers the implementation and impact in schools of the Behaviour Improvement Programme (BIP) and the role within it of Behaviour and Education Support Teams (BESTs). It sets out the background to the introduction of the programme, describes how it was implemented and evaluated, considers its impact on behaviour, attendance and exclusions, and outlines the factors that contributed towards its effectiveness. The specific role and activities of BESTs are described and the nature of their work with pupils, parents, teachers and schools. The difficulties that they experienced are described and factors contributing to effective working.

In both Europe and the US, racial and ethnic minority students experience
discrimination at the hands of teachers that negatively impacts academic achievement. In the US, scholars have documented how a predominantly white teaching force racializes students of color through discipline and low expectations, which impact educational attainment. But in Europe, the denial of race’s existence hinders research regarding structural explanations for minority educational inequality and often explains low educational attainment as a function of cultural differences. Examining classroom practices in a diverse Amsterdam primary school, this article documents racializing mechanisms that found minority students disproportionately disparaged, disciplined, and silenced. In addition, many were students under-recommended to higher level secondary school tracks. These findings reveal that Dutch schools are not racially meritocratic institutions and are relevant for scholars in the Netherlands and all other nations with educational institutions dominated by colorblind ideologies, white norms, and large immigrant populations.